Õpilaste motivatsioon osalemaks programmeerimisalasel MOOCil
Date
2018
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Abstract
Infotehnoloogia ja telekommunikatsiooni alal valitseb tajutav tööpuudus. IT-alased õpilastele mõeldud MOOCid (i.k Massive Open Onine Course) ehk suure osavõtjate arvuga avatud veebikursused võivad aidata probleemi leevendada tuues sektorisse uut tööjõudu juurde, eelkõige naiste näol, kelle osakaal on olnud seni sektoris madal. MOOCide efektiivsuse suurendamisel võib aga kasu olla õppijate motivatsiooni mõistmisest. Seoses eelnevaga oli töö eesmärgiks leida õpilaste peamised motiivid ja võrrelda meessoost ja naissoost õpilaste motiive osalemaks programmeerimisalasel MOOCil. Eesmärgini jõudmiseks viidi läbi motivatsiooni käsitlev kvantitatiivne uurimus talvel 2017 toimunud Tartu Ülikooli MOOCi „Programmeerimise alused õpilastele“ raames. Uurimuses selgus, et enim motiveerivad õpilasi MOOCil osalema faktorid „Ootused kursusele ja huvi teema vastu” ning „Kaugõppe sobivus”, vähem motiveerivad faktorid „Sotsiaalsed mõjutused” ja „Tunnistuse kasulikkus”. Kuuest faktorist viis olid naiste ja meeste võrdluses statistiliselt erinevad. Vaid faktoril „Kaugõppe sobivus“ statistiliselt olulised erinevused puudusid.
In the field of information and communications technology there is a noticeable labour shortage. IT related MOOCs (Massive Open Online Course) designed for elementary and high school students could help bring additional workforce into the field. Understanding the motivation behind the students enrolment in a programming MOOC might increase the efficiency of MOOCs. Therefore, the goal of the bachelor's thesis is to find students’ main motives and to compare the motives of male and female students for enrolment in a programming MOOC. In order to achieve the goal, a quantitative study on motivation was conducted on the participants in the programming course „Introduction to Programming for students“ by Universtiy of Tartu. As a result of the study the highest rated motivational factors were „Interest and expectancies on course” and „Personal suitability of distance learning”, the lowest were „Social influence” and „Usefulness related to certification”. Five factors of six were statistically different in comparison of female and male students. Factor „Personal suitability of distance learning” was the only one, which didn’t have statistically relevant differences.
In the field of information and communications technology there is a noticeable labour shortage. IT related MOOCs (Massive Open Online Course) designed for elementary and high school students could help bring additional workforce into the field. Understanding the motivation behind the students enrolment in a programming MOOC might increase the efficiency of MOOCs. Therefore, the goal of the bachelor's thesis is to find students’ main motives and to compare the motives of male and female students for enrolment in a programming MOOC. In order to achieve the goal, a quantitative study on motivation was conducted on the participants in the programming course „Introduction to Programming for students“ by Universtiy of Tartu. As a result of the study the highest rated motivational factors were „Interest and expectancies on course” and „Personal suitability of distance learning”, the lowest were „Social influence” and „Usefulness related to certification”. Five factors of six were statistically different in comparison of female and male students. Factor „Personal suitability of distance learning” was the only one, which didn’t have statistically relevant differences.